Download e-book for kindle: Experiential Education and Adolescents’ Personal and by Chung Kwan Ackie Cheung

By Chung Kwan Ackie Cheung

Adventure-based courses became winning within the colleges in Hong Kong. end result of the little empirical exam to the common use of experiential schooling, Chung Kwan Ackie Cheung makes use of combined the way to determine its first exceptional photograph, addressing the dimensions of using experiential schooling and the impression of it on kids’ improvement with reference to the globalizing phenomenon of Hong Kong. The findings exhibit that experiential schooling, esp. adventure-based application, has been widely-spread and there's optimistic impression within the certain points self-concept, self-efficacy, studying weather and religious measurement of its adolescent learners.

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Additional resources for Experiential Education and Adolescents’ Personal and Spiritual Development: A Mixed-Method Study in the Secondary School Context of Hong Kong

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14 The impression given by the first explication is more general and the second is more precise. Moreover, the general understanding, given by Kraft and Sakofs, seems to be more readily applicable for various types of experiential education, while the German understanding of it has brought the sense of "seriousness! intensiveness". The later description orients itself more to the English-speaking concept of "adventure-based practice" than the concept of "experiential education". 1, one can see that the sense given by the German word "Erlebnis" can be quite different from the sense given by the English word "experience".

Tacit knowledge apparent, explicit and explainable. So, learners would not ouly be able to "do and act", but will also be able to "explain and tell". Reflection comes forth to make sense of what has happened. In other words, experiential learning is a process in which learners undergo actively an experience and find out new insights through reflection. 3 Knowledge transfer The writings of experiential education, theorectically, used to put emphasis on whether and how learners will access and use their learning from the programa in novel contexts, in short, transfer of learned knowledge (Pugh & Bergin, 2006).

To the knowledge of the researcher of this study, extensive conceptual and empirical knowledge on this theme has mainly come from English-speaking literatures. Possible cultural differences with regard to the studied matter have not been greatly taken intu consideration in this chapter, but will be attended in chapter 5. 1). 2). 3). The investigated benefits are in concection with adventure-based programs, regarding self-concept, self-efficacy, learning climate and spiritual dimension. 4). Facet questions, corresponding to the peripheral layer, the centra1layer and the contextual layer, will be introduced.

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